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Professional  Course 
^ — =For  Service== 
Among  Immigrants 


MANY  PEOPLES 
ONE  NATION 

AMERICA 


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PUBLISHED  BY 

THE  iCOMMITTEE  FOR  IMMIGRANTS  IN  AMERICA 

20"  WEST  34th   STREET  ^   NEW  YORK   CITY 


Professional  Course 
=^For  Service=^= 
Among  Immigrants 


PREPARED   FOR  THE   USE  OF   COLLEGES   AND  UNIVERSITIES,    SCHOOLS 

OF    CIVICS     AND     PHILANTHROPY,     TO     FIT     MEN     AND 

V^OMEN    FOR    SERVICE  AMONG    IMMIGRANTS. 


ADAPTED    ALSO    FOR    STUDY    BY    CLUBS,    INSTITUTIONS    AND    CON- 
FERENCES  OF   WORKERS   OF   SOCIAL  ORGANIZATIONS. 


THE  COMMITTEE  FOR   IMMIGRANTS    IN   AMERICA, 
20  WEST  34TH  STREET,  NEW  YORK,  N.  Y. 


COMMITTEE  FOR  IMMIGRANTS 
IN    AMERICA 


Chairman 
FRANK  TRUMBULL 

Vice-Chairman 
FELIX  M.  WARBURG 

Vice-Chairman 
FRANCES  A.  KELLOR 

Treasurer 
WILLIAM  FELLOWES  MORGAN 

Secretary 
GEORGE  A.  CULLEN 


DIRECTORS 


"Nicholas  Biddle 

Herbert  Croly 

Mrs.  Ralph  Ellis 

John  B.  Finley 

Arthur  H.  Fleming 

Mrs.  J.  BoJiDEN  Harrij^ian 

Mrs.  Helen  Hartley  Jenkins 

L.  F.  Loree 

Simon  J.  Lubin 


John  Mitchell 

Adelbert  Moot 

Charles  P.  Neill 

Mrs.  Cornelia  Bryce  Pinchot 

Conde  B.  Fallen 

F.     COLBURN    PiNKHAM 

Mrs.  Frederick  B.  Pratt 

M.  I.  PUPIN 

S.  Davies  Warfield 


John  L.  Wilkie 


PROFESSIONAL    COURSE    FOR    SERVICE 
AMONG  IMMIGRANTS 

Foreword 

Service  among  immigrants  is  a  new  and  fertile  field  for  a  life  work  of 
usefulness.  It  is  also  a  national  necessity.  America  has  before  it  the 
problem  of  assimilating  millions  of  foreign-born  residents,  so  that  Amer- 
icanization will  preserve  the  best  in  all  peoples  for  one  nation. 

The  nation  has  before  it  the  tasks  of  translating  American  institutions 
to  the  foreign-born,  of  bringing  American-born  and  foreign-born  together, 
of  making  English  the  common  language  as  it  is  the  master  key  to  American 
opportunity  and  nationality,  of  reducing  illiteracy,  of  establishing  the  Amer- 
ican standard  of  living  in  the  homes  of  all  its  peoples,  of  protecting  ignorant 
and  helpless  immigrants,  of  assuring  equality  before  the  law,  and  of  safe- 
guarding women  and  children. 

The  institutions  of  learning  have  not  measured  up  to  their  responsibility 
in  finding  and  training  leaders  for  this  patriotic  service.  America  now  needs 
these  leaders  and  calls  upon  schools,  colleges  and  universities  of  the  land 
to  train  them. 

The  day  of  untrained  workers  in  positions  requiring  social  and  civic 
efficiency  is  over.  It  has  become  constantly  more  evident  that  social  work 
without  preliminary  training  and  field  work  should  no  more  be  undertaken 
than  medical  practice  without  clinical  experience.  To-day,  humanitarian 
work  is  regarded  as  a  skilled  professional  service  requiring  practical  and 
technical  training  for  efficiency. 

The  number  of  people  available  for  such  work  has  been  wholly  inadequate 
to  the  growing  demand  for  workers  with  practical  experience  and  the  demand 
both  in  its  present  proportions,  and  in  the  easily  perceivable  future  of  greater 
proportions,  includes  several  phases  of  work  for  and  with  immigrants.  Each 
of  these  phases  presents  an  opportunity  for  the  trained  worker  to  express 
his  personality,  and  for  real  growth  of  interests  and  of  vision,  as  well  as 
for  practical  service  to  humanity;  and  in  the  majority  of  cases  with  the 
additional  attraction  of  a  salary  comparable  to  that  in  other  fields. 

Opportunities  for  work  are  so  varied  in  nature  that  the  same  preparation 
for  service  among  immigrants  may  prepare  students  of  widely  different 
tastes  and  temperaments  for  positions  suited  to  the  peculiar  disposition  of 
each.  Among  the  important  positions  at  present  open  to,  and  actually  de- 
manding, trained  workers  are  the  following:  (a)  Teachers  in  both  day  and 
night  schools  in  immigrant  communities,  (b)  Investigators  for  Immigration 
Commissions  and  Bureaus,  (c)  Inspectors  for  the  Federal  Immigration 
Service,  (d)  Interpreters  in  the  courts,  (e)  Naturalization  Clerks,  (f) 
Women  as  visiting  nurses  and  educators,  (g)  Camp  and  health  inspectors, 
(h)  Public  employment  officials  in  charge  of  immigrant  labor,  (i)  Visitors, 
directors,  supervisors  and  promoters  for  the  various  immigration,  social 
and  religious  institutions  which  are  rapidly  increasing  in  number  and  scope 
throughout  the  country. 

The  Course  consists  of  twelve  lectures,  eight  dealing  with  conditions  and 
four  with  methods.  It  can  be  reduced  to  a  smaller  number  where  the  facili- 
ties of  the  institution  do  not  permit  the  longer  course. 

The  Committee  for  Immigrants  in  America  will  furnish  suggestions  for 
modifications  of  this  course  to  meet  special  needs,  and  will  suggest  lectures 
for  courses,  and  speakers  for  general  lectures  where  a  course  is  not  prac- 
ticable. 


371573 


OUTLINE  OF  COURSE 
Part  One 

Immigration  Conditions 

I.  Survey  of  the  Field  of  Immigration. 
II.  The  Incoming  Tide  and  Its  Distribution. 

III.  Immigration  Legislation  and  Restriction. 

IV.  Employment  and  Workshops. 
V.  Standard  of  Living. 

VI.  Education. 
VII.  Naturalization. 
VIII.  The  Immigrant  Who  Fails. 

Part  Two 

Methods  of  Work 
I.  Americanization — A     National  Policy. 
II.  Ideals  and  Principles  of  Service. 

III.  Standards  of  Work. 

IV.  Opportunities  for  Service. 


PLAN  OF  WORK 


Class    Sessions 

Field    and    Research 
Work 

Practical  Service 

Special  Features 

1  Lectures  and  dis- 

cussions  by 

1  Trips 

1  Teacher    of: 

(a)  English   class 

1  Debate 

(a)  Faculty 

2  Interviews 

(b)  Citizenship 

2  Prize  theses 

(b)  Government 

class 

Officials 

3  Study  of  social 

3  First  aid  work 

(c)  Social  work- 

organizations 

2  Interpreter 

ers 

4  Mock  trial 

4  Investigations 

3  Inspector 

2  Assignments: 

and  statistics 

5  Naturalization 

4  Volunteer  in   set- 

hearing 

(a)  Readings  in 

5  Special  reports 

tlement  house 

Immigration 

Library 

5  Volunteer    with 

(b)  Field  work 

social  agencies 

(c)  Research 

(d)  Practical 

Service 

(e)  Theses 

Part  One 

IMMIGRATION    CONDITIONS 


SURVEY  OF  THE  FIELD  OF  IMMIGRATION 

1.  Topical  Outline: 

I.  History  of  Immigration. 

(a)  World  Movement. 

(b)  Immigration  into  United  States. 
II.  Causes. 

(a)  Primary. 

(b)  Contributory. 
HI.  Handicaps  on  Arrival. 

(a)  Language  and  Literacy. 

(b)  Rural   Experience. 

(c)  Exchange  and  Labor. 

(d)  Friends,  Laws,  Lodgings. 

(e)  Customs  and  Institutions. 

IV.  Route  of  the  Immigrant  in  America. 

(a)  Distribution. 

(b)  Employment. 

(c)  Living  Conditions. 

(d)  Assimilative  Processes. 
V.  Immigration  Surveys. 

(a)  Federal. 

(b)  State. 

(c)  Community. 

2.  Lecture : 

"The  Trend  of  Immigration  in  the  United  States.'*    By  an  economist  or 
sociologist. 

3.  Research  Assignment: 

Have  each   student  compile   immigration   facts   for  a  large  city  in  the 
United  States  from  the  U.  S.  Census  Report,  including  the  following: 
(i)  Total  Population. 

(2)  Number  and  percent,  foreign-born. 

(3)  Number  and  per  cent,  native-born  of  foreign  parentage. 

(4)  Total  number  of  males  and  females. 

(5)  Number  and  per  cent,  foreign-born  males  and  females. 

(6)  Number  and  per  cent,  illiterate  and  unable  to  speak  English. 

(7)  Total  number  of  males  of  voting  age. 

(8)  Number  and  per  cent,  alien  males  of  voting  age. 

(9)  Number  and  per  cent,  naturalized. 

4.  Bibliography: 

(i)  Annual  Reports  of  Commissioner  General  of  Immigration. 

(2)  Conclusions  of  U.  S.  Immigration  Commission,  Vol.  I,  Pages 

23-49. 

(3)  'The  Immigrant,"  by  F.  J.  Haskin. 

(4)  "Races  and  Immigrants  in  America,"  by  J.  R.  Commons. 

(5)  "Immigration,"  by  Henry  Pratt  Fairchild. 

(6)  "Emigration  and  Immigration,"  by  Richmond  Mayo-Smith. 

(7)  "On  the  Trail  of  the  Immigrant,"  bv  E.  A.  Steiner. 

(8)  "Our  Slavic  Fellow-Citizens,"  by  Emily  G.  Balch. 

(9)  "Old  Homes  of  "New  Americans,"  by  Francis  E.  Clark. 


II 

THE  INCOMING  TIDE  AND  ITS  DISTRIBUTION 

1.  Topical   Outline: 

I.  Through  Traffic— West  Bound, 

(a)  Steerage. 

(b)  Second  Cabin. 

(c)  Coastwise. 

(d)  Regulations — Federal,  State  and  Municipal. 
II.  Through  Traffic — East  Bound. 

(a)  Passage  Tickets. 

(b)  Train  Facilities. 

(c)  Transfer  Houses. 

III.  Local  Traffic. 

(a)  Docks. 

(b)  Terminals. 

(c)  City  Transfer. 

(d)  Transfer  Houses. 

IV.  Distribution  Agents. 

(a)  Government. 

(b)  Railway. 

(c)  Colonization. 

(d)  Philanthropies. 

2.  Lecture: 

"The  Incoming  Tide."     By  a  social  worker  who  assists  arriving  immi- 
grants. 

3.  Field  Work: 

Visit  Ellis  Island,  a  dock  or  railroad  station  when  immigrants  arrive. 
Study  work  of  immigrant  aid  societies. 

4.  Research   Assignment: 

Give  each  student  an  assignment  from  the  following: 

(i)  Write  a  review  of  a  designated  book  on  immigration. 

(2)  Prepare  an  editorial  on  the  subject  "The  Incoming  Tide." 

(3)  Give  a  written  criticism  of  an  annual  report  of  an  immigrant 

aid  society. 

5.  Bibliography: 

(i)  Abstract  of  Steerage  Conditions,  U.  S.  Immigration  Commis- 
sion, Vol.  II,  Pages  291-302. 

(2)  Abstract  of  Immigrant  Aid  Societies,  U.  S.  Immigration  Com- 

mission, Vol.  II,  pages  305-323. 

(3)  "North  American  Civic  League"  Annual  Reports. 

(4)  Annual  Reports  of  the  City  Immigration  Bureau  of  Cleveland. 

(5)  Annual  Reports  of  other  Immigration  Societies. 

(6)  "Agencies  of  Protection,  Distribution  and  Assimilation."     The 

Immigration  Problem,  by  Jenks  &  Lauck,  Pages  261-280. 

(7)  "The  Immigrant  Tide,"  by  E.  A.  Steiner. 

(8)  "The  Immigrant  Invasion,"  by  F.  J.  Warne. 

(9)  "The  Old  World  in  the  New,"  by  E.  A.  Ross. 

(10)  "Causes   of   Immigration."     The    Immigrant    Problem,    Pages 
10-23,  by  J-  W.  Jenks  and  W.  J.  Lauck. 


Ill 

IMMIGRATION  LEGISLATION  AND  RESTRICTION 

1.  Topical   Outline: 

I.  Federal  Immigration  Laws. 

(a)  History. 

(b)  Enforcement. 
II.  Restriction. 

(a)  Present  Restrictions. 

(b)  Chinese  Exclusion  Law. 

(c)  Japanese  Labor  Law. 
III.  Proposed  Further  Restrictions. 

(a)  Literacy  Test. 

(b)  Nationality  Proportion. 

(c)  Other  Tests. 

2.  Lecture: 

"Federal  and  State  Immigration  Services."    By  an  immigration  commis- 
sioner or  inspector. 

3.  Field  Work: 

Visit  neighborhoods  or  nearby  colonies  or  camps  of  immigrants. 

4.  Research  Assignment: 

(i)   Compile  the  ordinances  dealing  with  immigrants  in  any  city. 
(2)  Outline  arguments  in  favor  of  and  against  admission  of  aliens. 

5.  Bibliography: 

(i)  "Immigration  Laws."    U.  S.  Department  of  Labor. 

(2)  "Legislation  and  Administration."     The  Immigration  Problem, 

by  Jenks  &  Lauck,  Pages  320-355. 

(3)  Pamphlets  of: 

(a)  National  Liberal  Immigration  League. 

(b)  Immigration  Restriction  League. 

(4)  "The  Japanese  and  Chinese  Problem,"  by  Rev.  Sidney  S.  Gulick, 

of  the  Federal  Council  of  Churches  of  Christ  in  America. 

(5)  "Chinese  Immigration,"  by  Mary  R.  Coolidge. 

(6)  "Immigration,"  by  P.  F.  Hall. 

(7)  "Immigration,"  by  H.  P.  Fairchild,  Chapters  I-VI. 

(8)  "The  Problem  of  the  Immigrant,"  by  J.  D.  Whelpley. 

(9)  "The  Alien  Invasion,"  by  W.  H.  Wilkins. 

(10)  "The  Open  Door  for  Immigrants,"  by  J.  D.  Whelpley,  Harper's 

Weekly,  Vol.  50,  Pages  517-19. 

(11)  "The   New   Immigration   Act,"   by  R.   D.   Ward,   North   Am. 

Review,  Vol.  185,  Pages  587-93- 

(12)  "Restriction  or  Regulation  for  Immigration,"  by  J.  H.  SchiflF. 

Charities  and  Commons,  Vol.  19,  Pages  loio-ii. 

(13)  "The  Immigration   Problem,"  by  J.  W.  Jenks. 

(14)  "Need  of  Close  Inspection  and  Greater  Restriction,"  by  F.  T. 

Sargent,  Century,  Jan.,  1904. 

(15)  "Congressional  Record." 


IV 
EMPLOYMENT  AND   WORKSHOPS 

1.  Topical   Outline: 

I.  Employment  Facilities, 
(i)  Advertising. 

(2)  Personal  Application. 

(3)  Private  Fee  Agencies. 

(4)  Agencies  in  Industry. 

(5)  Government  Facilities. 

II.  Facilities  for  Directing  Workers, 

(a)  For  Children. 

(b)  For  Newly  Arrived  Immigrants. 
III.  Facilities  for  Relieving  Unemployment. 

(a)  Public  Works. 

(b)  Regularization  of  Industry. 

(c)  Temporary  Shelter  and  Aid. 

(d)  Unemployment  Insurance. 

2.  Lecture: 

"The  Immigrant;  At  Work."     By  superintendent  of  an  efficient  public 
labor  exchange  or  industrial  leader. 

3.  Special   Feature: 

"First  Aid  Demonstration."     By  a  physician  of  a  large  industrial  plant. 

4.  Field   Work: 

(a)  Visit  a  public  free  labor  exchange. 

(b)  Investigate  methods  used  by  private  employment  agencies. 

(c)  Visit  a  factory  or  construction  camp  employing  foreign  labor 

and  make  a  report  of  suggested  sanitary  improvements  and 
safety  devices. 

5.  Bibliography : 

(i)   Introduction  of  "The  Immigrant,"  by  F.  J.  Haskin. 

(2)  "Status  of  Immigrants  in  Industries."     Immigration  Problem, 

by  Jenks  &  Lauck,  Pages  147-21 1. 

(3)  "Industrial   Significance  of  Recent  Immigration."     U.    S.   Im- 

migration Commission,  Vol.  I,  Pages  491-541. 

(4)  "Contract  Labor."     U.   S.   Immigration   Commission,  Vol.   II, 

Pages  371-386. 

(5)  "Camp  Sanitation  and  Housing."    Pamphlet  of  the  Commission 

of  Immigration  and  Housing  of  Cahfornia. 

(6)  "First  Aid."     Pamphlets  of  the  American  Red  Cross  Society. 

(7)  "The  New  Immigration,"  by  Peter  Roberts. 

(8)  "Padrone  System."     U.   S.  Immigration  Commission,  Vol.  II, 

Pages  307-408. 

(9)  Reports  of  conferences  on  "Unemployment." 

(10)  Proposed  "National  Employment  Bureau."     Two  hearings  be- 

fore "Committee  on  Labor  of  Congress." 

(11)  "Unemployment,"  by  B.  Rowntree. 

(12)  "Out  of  Work,"  by  Frances  A.  Kellor. 


STANDARD  OF  LIVING 

1.  Topical   Outline: 

Social  Conditions. 
I.  Labor  Conditions. 

(a)  Location. 

(b)  Terms. 

IL  Physical  Living  Conditions. 

(a)  Housing  Facilities. 

(b)  Sanitation. 

(c)  Congestion. 

III.  Community  Influences. 

(a)  Social  Intercourse. 

(b)  Recreation  Facilities. 

(c)  Religion. 

(d)  Politics. 

Savings  and  Investments. 
I.  Facilities  for  Banking. 

(a)  Private  Banks. 

(b)  Postal  Savings  Banks. 
II.  Transmission  of  Money. 

(a)   Steamship  Ticket  Offices. 
III.  Opportunities  for  Investment. 

(a)  Real  Estate. 

(b)  Personal  Property. 

2.  Lecture : 

"Living  Conditions  of  our  Foreign  "Neighbors."  By  a  tenement  house 
inspector. 

3.  Field  Work: 

(a)  Visit  and  study  the  housing  conditions  of  three  foreign  com- 

munities of  a  large  city. 

(b)  Procure  advertising  circulars  of  steamship  companies. 

4.  Research   Assignment: 

Prepare  a  map  of  a  city  showing  in  colors  location  of  foreign  com- 
munities and,  if  practical,  social  agencies  in  each  community  by  dif- 
ferent designations. 

5.  Bibliography: 

(i)  "Living  Conditions  and  Congestion."    The  Immigration  Prob- 
lem.   Jenks  and  Lauck.     Pages  127-145. 

(2)  "Children  of  Immigrants  in  Schools."    U.  S.  Immigration  Com- 

mission, Vol.  II,  Pages  1-86. 

(3)  "Immigrants  in  Cities."     U.  S.  Immigration  Commission,  Vol. 

I,  Pages  727-733- 

(4)  "Domestic  Education."    Frances  A.  Kellor. 

(5)  "The  Family  and  Social  Work."    Ed.  T.  Devine. 

(6)  "The  Promised  Land."     Mary  Antin. 

(7)  "Americans  in  Process"  and  "The  City  Wilderness."     Robert 

A.  Woods. 

(8)  "Steamship  Ticket  Agencies."    N.  Y.  Immigration  Commission, 

Pages  38-44. 

(9)  "Private  Banks."   N.  Y.  Immigration  Commission,  Pages  24-38. 
(10)  "Abstract  of  Immigrant  Banks."     U.  S.  Immigration  Commis- 
sion, Vol.  I,  Pages  409-438. 


VI 

EDUCATION 

1.  Topical   Outline: 

I.  English. 

(a)  Foreign  Languages  in  United  States. 

(b)  Methods  of  Teaching  EngHsh. 

(c)  Attendance. 
11.  Literacy. 

(a)  School  Attendance. 

(b)  Training  of  Teachers. 
in.  Civics. 

(a)  Citizenship  Classes. 

(b)  Citizenship  Receptions. 
IV.  Adult. 

(a)  Public  Education. 

(b)  Private  Educational  Facilities. 
V.  Child. 

(a)  Public  Schools. 

(b)  Private  Educational  Facilities. 

2.  Lectures: 

"A  Community  Program  of  Education  for  Immigrants."    By  supervisor 

of  English  classes  for  immigrants. 
"What   Immigrants    Want   to    ICnow."     By   a   successful    night   school 

teacher. 

3.  Field  Work: 

Attend  two  different  night  schools  teaching  English  to  immigrants.     If 
possible,  teach  a  class  for  a  term. 

4.  Research  Assignment: 

Study  the  educational  facilities  of  a  community,  including  foreign  lan- 
guage press  and  associations. 

5.  Bibliography: 

(i)  "Education  of  the  Immigrant."    Pamphlet  of  the  U.  S.  Bureau 
of  Education, 

(2)  "Education  and  the  Immigrant."      Massachusetts  Immigration 

Commission,  Pages  114-151. 

(3)  "Education."     N.  Y.  Immigration  Commission,  Pages  93-109. 

(4)  Text  Books  on  "Teaching  English  to  Immigrants." 

(5)  "Guide  for  Immigrants."     John  Foster  Carr. 

(6)  "Education    of    the    Immigrant."      Publication,    N.    Y.    State 

Teachers'  Assn.  for  1915. 

(7)  "The    Education    of    the    Immigrant."      The    Immigrants    in 

America  Review,  Vol.  I,  No.  2. 

(8)  "The  School  and  the  Immigrant."    Publication  by  N.  Y.  Board 

of  Education  (No.  11),  Division  of  Research  and  Reference. 

(9)  "Naturalization  Manuals  and  Text  Books  on  Citizenship.     Con- 

sult bibliography  of  a  library. 

(10)  "Evening   Schools,"   Wider   Use   of  the    School   Plant,   C.   A. 

Perry.     Pages  19-51. 

(11)  "Teaching  the  Immigrant  Woman,"  O.  H.  Dunbar.     Harper's 

Bazar,  Vol.  47,  Page  2']']. 

(12)  "The  Community  and  the  Citizen,"  Arthur  W.  Dunn. 


10 


VII 
NATURALIZATION 

1.  Topical   Outline: 

Citisenship. 
I.  Qualifications. 
II.  Procedure. 
III.  Administration. 
Legal  Status. 
I.  Specific  Enactments. 

(a)  Opportunity  to  Work. 

(b)  Ability  to  hold  Real  Estate. 

(c)  Benefit  under  Social  Insurance  Laws. 

(d)  Civic  Opportunities. 
II.  Conflicts  in  Jurisdiction. 

III.  Court  Procedure. 

Americanization. 
I.  The  Immigrant  in  Americanization.^ 
II.  Ideas  and  Ideals  of  Good  Citizenship. 

2.  Lecture: 

"The  Foreign  Born  Citizen."     By  a  judge  or  clerk  of  a  U.  S.  District 
Court  of  Naturalization. 

3.  Field  Work: 

(a)  Attend  a  naturalization  hearing. 

(b)  Visit  a  citizenship  class. 

(c)  Conduct  a  mock  trial  or  mock  naturalization  hearing. 

4.  Research  Assignment: 

Prepare  an   outline  for  the  promotion  and  organization   of  citizenship 
work  for  a  city  by  community  co-operation. 

5.  Bibliography: 

(i)  Annual  Reports  of  Commissioner  of  Naturalization,  U.  S.  De- 
partment of  Labor. 

(2)  "Naturalization."       Massachusetts     Immigration     Commission, 

Pages  153-162. 

(3)  "Commission  on  Naturalization."     Pamphlet  of  Committee  for 

Immigrants  in  America. 

(4)  "Citizenship  Manual  for  Cleveland."    City  Immigration  Bureau 

of  Qeveland,  Ohio. 

(5)  "From  Alien  to  Citizen,"  by  E.  A.  Steiner. 

(6)  "How  to  Become  a  Citizen,"  by  "N.  Fowler. 

(7)  "Citizenship."     Immigrants  in  America  Review,  Vol.  I,  No.  3. 

(8)  "The    Legislative    History    of    Naturalization,"    by    Frank    G. 

Franklin. 

(9)  "Legal  Status  of  Aliens,"  Immigrants  in  America  Review,  Vol. 

I,  No.  I. 

(10)  "Naturalization  and  Citizenship,"  by  J.  L.  Lynch. 

(11)  "The  Citizens'  Part  in  Government,"  by  Elihu  Root. 

(12)  "Good  Citizenship,"  by  S.  G.  Cleveland. 


II 


VIII 

THE  IMMIGRANT  WHO  FAILS 

1.  Topical   Outline: 

I.  Delinquents. 

(a)  Number. 

(b)  Distribution. 

(c)  Nature  of  Offenses. 

(d)  Court  Procedure. 

(e)  Deportation. 
II.  Dependents. 

(a)  Number. 

(b)  Distribution. 

(c)  Relief. 
III.  Defectives. 

(a)  Number. 

(b)  Distribution. 

(c)  Classification  of  Defects. 

(d)  Relief. 

2.  Lecture : 

"The  Immigrant  Before  the  Bar  of  Justice."     By  a  justice  or  worker 
among  aliens  in  courts. 

3.  Field   Work: 

(a)  Visit  a  police   court  and   study  the  methods   of  procedure   in 

regard  to  immigrant  prisoners, 
(b)  Study  the  work  for  immigrants  of  a  legal  aid  society. 

4.  Research  Assignment: 

Analyze  statistics  of  crime  and  follow,  up  some  cases  to  ascertain  methods 
of  justice. 

5.  Bibliography: 

(i)  "Abstract    of    Immigration    and    Crime,"    U.    S.    Immigration 
Commission,  Vol.  II,  Pages  159-221. 

(2)  "Social  Problem  of  Immigration,"  The  Immigration  Problem, 

Jenks  &  Lauck,  Pages  41-63- 

(3)  "Peonage,"   U.    S.    Immigration    Commission,   Vol.    II,   Pages 

438-449. 

(4)  "Annual  Reports  of  the  Bureau  of  Industry  and  Immigration 

of  "New  York,"  191 1,  1912,  1913. 

(5)  Reports  of  Legal  Aid  Societies. 

(6)  "Immigrant  and  the  Public  Morals,"  Massachusetts  Immigra- 

tion Commission,  Pages  lOO-iii. 

(7)  "The  Alien   and  the   Law,"   N.   Y.   Immigration   Commission, 

Pages  54-61. 

(8)  Notaries  Public,  N.  Y.  Immigration  Commission,  Pages  44-54. 

(9)  "Public    Charges,"    Immigrants    in    America   Review,    Vol.    I, 

No.  I. 

(10)  "Penal  and  Reformatory  Institutions."  C.  R.  Henderson. 

(11)  "The  Italian  in  America,"  Eliot  Lord. 

(12)  "Immigration  and  Degradation,"  Discussions  in  Economics  and 

Statistics,  F.  A.  Walker.     Vol.  2,  Pages  417-426. 


12 


Part  Two — Methods  of  Work 

I 

AMERICANIZATION— A    NATIONAL    POLICY 

1.  Topical   Outline: 

I.  Americanization, 
(i)  Definitions. 

(2)  Process  of  Assimilation. 

(3)  National  Preparedness  and  the  Immigrant. 
II.  National  Policy. 

(i)  Distribution  and  Colonization. 

(2)  Standard  of  Living. 

(3)  Education. 

(4)  Citizenship. 
III.  Agencies. 

(i)  Federal  and  State  Governments. 

(2)  Business. 

(3)  Social  Agencies. 

(4)  Educational  Organizations. 

(5)  Publicity. 

(6)  Individuals  and  Neighbors. 

(7)  Religious  Organizations. 

2.  Lecture: 

"The   Need  for  a  Domestic   Immigration   Policy."     By  a  professor  of 
sociology. 

3.  Field  Work: 

Visit  governmental,   industrial  and   social  agencies  where   special  work 
is  being  done  for  immigrants. 

4.  Research  Assignment: 

A  survey  of  the  agencies  available  for  such  work  in  a  given  community. 

5.  Bibliography: 

(i)  "Program  for  a  Domestic  Immigration  Policy,"  by  Frances  A. 
Kellor.  Can  be  secured  free  by  addressing  Committee  for 
Immigrants  in  America. 

(2)  "Hungarians  in  the  United  States,"  by  Caro  Leopold. 

(3)  "Our  Slavic  Fellow  Citizens,"  by  Emily  Balch. 

(4)  "Greeks  in  America,"  by  Thomas  Burgess. 

(5)  "Jewish    Immigration    to   U.    S.,    from    1881-1910."      Columbia 

University  Press. 

(6)  "Federal   Immigration   Commission  Report."     Sections  of  the 

different  races. 

(7)  "Immigrant  Forces,"  by  Wm.  P.  Shriver. 

(8)  "The  Character  and  Influence  of  Recent  Immigration."     Yale 

University  Press,  1913. 

(9)  "The  Old  World  in  the  New,"  by  E.  A.  Ross. 

(10)  Reports  of  State  Immigration  Commissions  of  New  York,  New 

Jersey  and  Massachusetts.  Reports  of  New  York  State 
Bureau  of  Industry  and  Immigration  for  1912,  1913,  1914. 
Report  of  California  Commission  of  Immigration  and 
Housing,  1915. 

(11)  "Immigrants  in  America  Review,"  Quarterly  Magazine  of  the 

Committee  for  Immigrants  in  America. 


13 


II 

IDEALS  AND  PRINCIPLES  OF  SERVICE 

1.  Topical  Outline: 

I.  Concept  of  Service. 

(i)  The  Goal — ^Occupation  or  Vocation. 

(2)  Definitions  of  Success  and  Failure. 

(3)  Attitude  Toward  Immigrants. 

(4)  Patriotism  and  Citizenship. 
II.  Principles  of  Service. 

Christian  Impulses: 
(i)  Understanding. 

(2)  Sympathy. 

(3)  Unselfishness. 

(4)  Self  Sacrifice. 

(5)  Toleration. 

(6)  Sincerity. 

(7)  Benevolence. 

(8)  Courage. 

III.  Political  Ideals. 

Belief  in  Constitutional  Guarantees. 
(i)  Freedom. 

(2)  Justice, 

(3)  Equality. 

(4)  Opportunity. 

IV.  Social  Ideals, 

(i)  Ethical  Equality. 

(2)  Predominance  of  democratic  institutions. 

2.  Lecture: 

"Preparation  for  Service."  By  the  president  or  principal  of  an  educa- 
tional institution. 

3.  Research  Assignment: 

Assign  to  various  members  of  the  class  the  names  of  successful  social 
workers,  such  as  Jacob  Riis,  and  request  papers  sketching  their  lives, 
social  conditions  encountered,  accomplishments,  and  principles  of 
service. 

4.  Bibliography: 

It  is  suggested  that  students  for  this  lecture  prepare  individual  biblio- 
graphies, which  may  be  presented  in  class,  and  form  the  basis  of 
class  discussion. 

By  a  comparison  of  various  presentations  of  philosophy,  social  ethics  and 
religion,  and  various  interpretations  Qf  the  relation  of  the  individual 
to  society,  students  may  be  aided  in  formulating  their  own  concep- 
tions of  these  things.  The  lecture  may  suggest  general  lines  of  read- 
ing, but  it  would  be  arbitrary  to  select  a  definite  bibliography  upon 
these  subjects. 


14 


Ill 

STANDARDS  OF  WORK 


I.  Topical  Outline: 

I.  Preliminary  qualifications, 
(i)  Natural  Equipment. 

(2)  Training. 

(3)  Experience. 

IT.  Personal  Standards, 

(i)  Initiative. 

(2)  Integrity. 

(3)  Responsibility. 

(4)  Accuracy. 

(5)  Expediency. 

(6)  Vision. 

(7)  Co-operation. 

(8)  Discipline. 

III.  Social  Standards, 
(i)   Compensation. 

(2)  Recognition. 

(3)  Advancement. 

(4)  Credit. 


2.  Lecture: 

"Methods  of  Work."    By  the  executive  of  a  social  agency. 


3.  Research  Assignment: 

Compilation  of  the  various  positions  open  in  a  community  for  service 
among  immigrants  and  the  qualifications  necessary  to  fill  these  re- 
spective positions. 


4.  Bibliography: 


(i)  "The  Field  of  Social  Service,"  by  Philip  Davis. 

(2)  "Twelve  Principles  of  Efficiency,"  Emerson  School  of  Efficiency. 

(3)  "What  a  Social  Worker  Should  Know  about  his  Community." 

Russell  Sage  Foundation. 

(4)  "Twenty  Years  at  Hull  House,"  by  Jane  Addams. 

(5)  "Democracy  and  Social  Ethics,"  by  Jane  Addams. 

(6)  "Social   Service,"   Address:     New   York   City   American   Gty 

Bureau. 

(7)  "Social  Control,"  by  E.  A.  Ross. 

(8)  "Education  for  Efficiency,"  by  Charles  W.  Eliot. 

(9)  "Education  and  the  Larger  Life,"  by  Charles  R.  Henderson. 
(10)  "The  Social  Engineer,"  by  Edwin  Lee  Earp. 


IS 


IV 

OPPORTUNITIES  FOR  SERVICE 

1.  Topical  Outline: 

I.  Kinds  of  Service.  III.  Opportunities  for  Work, 

(i)   Professional.  (i)  Government. 

(2)  Volunteer.  (2)  Business. 

II.  Divisions  of  Work.  (3)  Philanthropy, 

(i)  Administrative.  (4)  Religious. 

(2)  Executive.  (5)  Educational. 

(3)  Clerical.  (6)  Judicial. 

(4)  Field  Work.  (7)  Patriotic. 

(5)  Publicity.  (8)  Racial. 

(6)  Laboratory.  (9)  Social. 

(7)  Committee  Service. 

2.  Lecture: 

"The  Field  of  Service."    By  the  executive  of  a  civic  club. 

3.  Research  Assignment: 

Have  the  class  write  letters  of  application  for  positions  in  social  work 
among  immigrants,  giving  training,  experience  and  qualifications. 

4.  Bibliography  of  Opportunities  for  Service : 

(i)  Government — See  Immigration   Commission  reports   referred  to  in 
bibliography  for  lecture  IX. 
Annual  reports  of  Commissioner  General  of  Immigration. 

(2)  Business — The  Detroiter,  official  organ  of  Detroit  Board  of  Com- 

merce: Weekly  issues  from  Aug.  15  to  Sept.  15,  1915. 

(3)  Philanthropy — Bulletins  of  Committee  for  Immigrants  in  America, 

20  West  34th  Street,  New  York  City. 

Annual  reports  of  Immigrant  Protective  League,  Chicago. 

(4)  Religious — ^Reports  of  Presbyterian  Missions  on  immigration  work: 

Address:  William  P.  Shriver,  156  Fifth  Ave.,  New  York  City. 
Bulletins  of  International  Committee  of  the  Y.  M.  C.  A,  Immi- 
gration Department,  124  East  28th  Street,  New  York  City. 

(5)  Educational — "Recent  Progress  in  the  Education  of  the  Immigrant," 

H.  H.  Wheaton,  in  Report  of  United  States  Commissioner  of 
Education,  1915. 

"The  School  and  the  Immigrant,"  published  by  the  Department 
of  Education,  The  City  of  New  York. 

(6)  Judicial — Annual  Reports  of  the  New   York   State  Bureau  of  In- 

dustries and  Immigration. 

Reports  of  legal  aid  societies  in  various  cities. 

(7)  Patriotic — Reports  of  Sons  of  American  Revolution. 

Reports  of  Daughters  of  American  Revolution  and  other  such 
agencies. 

(8)  i^aaa/— -Annual  Reports  of  Hebrew  Sheltering  and  Immigrant  Aid 

Society.  Reports  of  National  Jewish  Immigration  Council,  "New 
York  City.    Reports  of  Polish  National  Council,  New  York  City. 

(9)  Social — Reports  of  Associated  Charities  and  Poor  Commissions  in 

various  cities.  Reports  of  Public  Employment  Bureaus,  federal, 
state,  and  municipal. 


16 


DEBATES  ON  IMMIGRATION  SUBJECTS 

1.  Suggested  Topics: 

(i)  Should  immigration  be  restricted? 

(2)  Should  immigration  be  restricted  by  a  literacy  test? 

(3)  Should  the  United  States  permit  dual  citizenship? 

(4)  Will  future  immigration  aid  in  United  States  preparedness? 

(5)  Should   the   United    States   provide   for   the   deportation   of   non- 

English  speaking  aliens  after  5  years  of  American  residence? 

(6)  Should  citizenship  be  made  a  qualification  for  following  ordinary 

callings  ? 

(7)  Should  the  present  naturalization  procedure  be  simplified? 

(8)  Should  preparation   for  naturalization   be   the   legitimate   function 

and  responsibility  of  the  public  educational  system? 

(9)  Should  there  be  a  federal  bureau  of  distribution  for  immigrants? 

(10)  Should  the  United  States  indefinitely  permit  a  large  number  of  un- 

naturalized alien  residents? 

(11)  Is  immigration  an  essential  cause  of  unemployment  in  America? 

(12)  Should  the  United  States  after  the  war  insist  upon  uniform  treaty 

relations  with  all  countries,  so  far  as  the  definition  of  American 
citizenship  is  concerned? 

(13)  Is  the  immigrant  responsible  for  "lowering  the  standard  of  Amer- 

ican living"? 

(14)  Should   the  American   Federation   of  Labor  institute   a  campaign 

to  organize  immigrant  laborers? 

(15)  Has  the  immigrant  displaced  the  American  workman? 

(16)  Should  it  be  a  function  of  the  city  government  to  make  special 

provision  for  immigrants  by  the  maintenance  of  a  City  Immi- 
gration Bureau? 

(17)  Should  municipal   courts  differentiate  their   procedure   for   immi- 

grants ? 

(18)  Should  the   United   States  permit  the  publication  in  America   of 

foreign  language  papers  subsidized  by  foreign  governments? 

2.  Research  Assignment: 

Have  each  student  prepare  an  outline  for  one  of  the  above  suggested 
topics. 

3.  Bibliography: 

Briefs   for  some  of  the  above  suggested  debates  will  be  found  in  the 
following  books : 
(i)  "Brief  on  Public  Questions,"  by  R.  E.  Ringwalt. 

(2)  "Practical  Argumentation,"  by  G.  K.  Pattee. 

(3)  Wisconsin   University,  Dept.   of  Debating  and   Public   Discussion, 

Bulletin  No.  316. 

(4)  "Intercollegiate  Debates,"  by  P.  M.  Pearson. 


17 


OUTLINE  OF  LECTURES  ON 
IMMIGRATION  SUBJECTS 

The  time  has  come  when  students  in  every  field  must  con- 
sider the  problems  of  immigration.  Even  though  a  person  does 
not  plan  to  devote  his  life  to  definite  service  among  immigrants, 
yet  in  any  business  or  profession  a  knov^ledge  of  immigration 
and  of  the  methods  of  Americanization  is  almost  a  necessity.  The 
foreigner  can  no  longer  be  ignored,  for  he  holds  the  balance  of 
power  in  our  politics,  our  social  life,  and  our  industries,  by  mere 
force  of  numbers.  The  following  suggested  lectures  are  offered 
to  aid  in  preparing  a  course  or  series  on  the  general  subject  of 
immigration. 

While  these  lecture  outlines  are  offered  especially  for  use 
among  those  who  intend  to  go  into  the  field  of  immigration  for 
a  life  work,  yet  the  series  has  been  so  prepared  that  all,  or  any 
part  may  be  used,  according  to  the  needs  of  a  given  institution 
or  organization.  The  outline  for  each  lecture  stands  as  a  unit 
in  itself.  One  or  more  detached  subjects  may  be  selected  from 
the  group,  when  the  entire  series  cannot  be  given. 

Methods  of  Americanization  are  assuming  great  importance 
and  there  is  a  rapidly  increasing  demand  for  social  workers  who 
understand  the  immigrant  and  his  needs.  For  this  reason  uni- 
versities, colleges,  missionary  training  schools  and  institutions  of 
civics  and  philanthropy  are  urged  to  offer  many,  if  not  all,  of 
these  lectures  to  their  students. 

The  study  of  immigration  should  not  be  limited  to  strictly 
educational  institutions.  Other  organizations,  dealing  with  the 
foreigner,  as  social  settlements,  churches,  missions,  and  Y.  M. 
C.  A.'s  and  Y.  W.  C.  A.'s,  will  find  it  possible  to  derive  much 
practical  value  from  presenting  lectures  to  their  supporters  and 
workers. 

A  great  deal  can  also  be  accomplished  in  the  way  of  inform- 
ing the  public  as  to  the  true  significance  of  immigration,  through 
the  presentation  of  this  subject  at  conferences,  institutes  and 
other  public  meetings.  Since  the  outlined  lectures  may  be  used 
singly  or  in  group,  they  should  be  of  value  to  speakers  for  such 
occasions. 

The  Committee  for  Immigrants  in  America  will  gladly  co- 
operate in  any  further  service  which  it  may  be  able  to  render, 
such  as  securing  speakers,  furnishing  material  for  lectures,  plan- 
ning meetings,  and  answering  inquiries. 


i8 


IMMIGRATION  LECTURES  OUTLINED 

I 

Bird's-eye  View  of  Immigration 

(a)  Man  by  Nature  an  Immigrant. 

(b)  Character  of  Immigration;  Past,  Present  and  Future. 

(c)  The   Reciprocal   Relation   of   America   to   the   Immigrant   and    the 

Immigrant  to  America. 

II 

The  Immigrant  at  Home 

(a)  His  Country,  His  Work  and  His  Home. 

(b)  Study  of  the  Various  Nationalities;  Their  Virtues  and  Their  Faults, 

(c)  The  Vision  of  America. 

(d)  Who  are  the  New  Immigrants. 

Ill 

The  Incoming  Tide 

(a)  Why  they  Came. 

(b)  How  they  Came. 

(c)  At  the  Gates  of  America. 

(d)  First  Experience. 

IV 

The  Immigrant,  an  Asset  or  Liability 

(a)  What  He  Brings. 

(b)  What  His  Hopes  Are. 

(c)  What  He  Does. 

(d)  What  America  Does  to  Him, 

V 

The  New  Life  in  America 

(a)  The  New  Home. 

(b)  The  New  Community. 

(c)  America  and  the  Immigrant's  Children. 

(d)  The  Lure  of  America's  City  Life. 

VI 

Making  a  Living 

(a)  Getting  a  Job. 

(b)  Seasonal  Work. 

(c)  City,  Camp  and  Country. 

(d)  Immigrant  Children  at  Work. 

(e)  The  New  Workers  and  Our  New  Wealth. 

(f)  The  Immigrant's  Share  of  Profit  and  Loss. 

VII 

At  Work  in  the  Industrial  World 

(a)  The  Attraction  of  American  Industry. 

(b)  Schooled  for  Hard  Work. 

(c)  They  Who  Furnish  the  Brawn. 

(d)  The  Health  and  Safety  of  the  Immigrant 

(e)  Humanizing  Industry. 


19 


VIII 

The  Need  of  the  Farm  for  the  Immigrant 

(a)  City  vs.  Farm. 

(b)  What  the  Farm  Offers  the  Immigrant. 

(c)  Difficulty  in  Getting  started. 

(d)  Making  the  Land  Pay. 

IX 

The  Immigrant  and  His  Institutions 

(a)  Typical  Societies  of  our  Foreign  Neighbors. 

(b)  The  Foreign  Newspaper,  a  Social  Factor. 

(c)  Business  and  Politics  which  Prey  Upon  the  Foreigner. 

(d)  Institutions  which  Serve  the  Immigrant. 

X 

The  Immigrant  Who  Falls  by  the  Wayside 

(a)  His  Handicaps  and  Misunderstandings. 

(b)  The  Making  of  a  Criminal. 

(c)  Before  the  Bar  of  Justice. 

(d)  Why  He  Becomes  a  Pauper. 

(e)  Being  Deported. 

XI 

How  the  Immigrant  Gets  His  Education 

(a)  The  Handicaps  of  a  Strange  Language. 

(b)  What  the  Immigrant  Wants  to  Learn. 

(c)  The  Education  of  His  Children. 

(d)  Evening  Schools  for  Adult  Immigrants. 

(e)  How  to  Teach  the  Foreigner. 

XII 

Becoming  an  American   Citizen 

(a)  Why  Become  A  Citizen. 

(b)  What  the  Naturalization  Laws  Require. 

(c)  Civic  Training  for  Naturalization. 

(d)  Teaching  Patriotism 

(e)  The  Movement  for  a  New  Citizenship;  Citizenship  Receptions. 

XIII 

Americanizing  the  Immigrant  and  Humanizing  Ourselves 

(a)  What  Americanization  Means. 

(b)  The  Immigrant's  Contribution  to  America. 

(c)  America's  Contribution  to  the  Immigrant. 

(d)  Immigration,  A  National,  State  and  Municipal  Responsibility. 

(e)  The  Significance  of  the  New  Civic  Service. 

XIV 

Social  Service  for  the  Immigrant 

(a)  The  Significance  and  Opportunity  of  Social  Service. 

(b)  How  to  Reach  the  Immigrant. 

(c)  How  to  Serve  Him, 

(d)  Leadership  for  Social  Service. 

(e)  The  Future  of  a  Social  Worker. 


20 


BRIEF  FOR  DEBATE  ON  CITIZENSHIP 

Suggestions  for  a  Model  Brief  on  the  Requirement  of  Citizen- 
ship as  a  Qualification  for  Pursuing  Ordinary  Callings 

Definition  of  terms:     By  "citizenship"  is  meant  full  citizenship,  not  merely 
the  making  of  the  declaration   of  intention  to  become  a  citizen.     By 
"ordinary  callings"  is  meant  the  kind  of  work  done  by  laborers,  mechan- 
ics, etc.,  needing  no  particular  education  and  involving  little  or  no  per- 
sonal responsibility  or  initiative. 

Immaterial  issues:  Both  sides  agree  that  it  may  be  desirable  to  make  citi- 
zenship a  qualification  for  positions  involving  direct  service  to  the  gov- 
ernment where  the  question  of  allegiance  might  come  in,  and  even  in 
high  positions  of  any  kind;  and  it  is  also  agreed  that  the  government 
has  the  power  to  determine  on  what  conditions  immigrants  may  be  ad- 
mitted to  this  country,  or  may  even  exclude  them  altogether. 

Question  at  issue:  The  issue  is,  then,  whether  or  not  immigrants  now  in 
this  country  should  be  prohibited  from  following  occupations  into  which 
no  especial  element  of  trust  enters,  until  they  have  become  citizens. 

RESOLVED,  That  citizenship  should  not  be  made  a  qualification  for  fol- 
lowing ordinary  callings. 

A.  It  violates  the  principles  on  which  this  country  was  established. 

1.  It  deprives  alien  workmen  of  "life,  liberty  or  property." 

(Cite  reference  to  state  constitution) 
(Cite  reference  to  Federal  constitution) 
(a)  It  violates  the  right  to  sell  or  to  buy  labor. 
(la)  It  prevents  workmen  from  working. 
(2a)  It  prevents  contractor  from  employing  alien  workmen. 
x^      Cite  cases  holding  that  right  to  sell  or  to  buy  labor  is  a 
y  Y   part  of  the  individual   liberty  guaranteed  by   provisions 
z  J      cited  above. 

2.  It  deprives  alien  workmen  of  the  equal  protection  of  our  laws. 

(a)   It   makes   arbitrary   discriminations   between  certain   groups   of 
residents  in  the  state. 

B.  It  violates  this  country's  compacts  with  other  nations. 

1.  It  contravenes  the  guarantee  of  the  right  to  carry  on  trade  and  do 

anything  incident  thereto. 

X.  Cite  treaty  with  a  particular  country,  e.g.,  Italy. 

2.  It  contravenes  the  guarantee  of  the  same  rights  and  privileges  as  are 

granted  to  natives. 
X.  Cite  treaty,  etc. 


21 


It  is  against  the  economic  interests  of  this  country. 

1.  It  increases  the  number  of  the  unemployed. 

(a)  It  affects  principally  men  without  training. 

X.  Cite  typical  law. 

(b)  It  affects  men  least  able  to  get  work  of  other  kinds. 

2.  It  increases  the  number  of  dependents. 

(a)  It  applies  to  workmen  least  likely  to  have  savings. 

X.  Cite  statistics. 

(b)  It  applies  to  the  groups  with  proportionately  large  families. 

X.  Cite  statistics. 

3.  It  restricts  the  development  of  the  country's  natural  resources. 

(a)  Native  born  workmen  prefer  the  higher  grades  of  work. 
X.  Cite  statistics. 

4.  It  restricts  the  development  of  industry. 

(a)  "Native  born  workmen  are  not  sufficient  in  number  to  meet  the 
swift  increase  in  manufacturing,  etc. 

X.  Cite   statistics   of   growth   in   industry   and    statistics    of 
native  born  birth  rate. 


D.  It  violates  the  fundamental  principles  of  brotherhood  and  justice. 

1.  It  imposes  on  the  privilege  of  earning  a  living  a   requirement   the 

workmen  cannot  meet, 

(a)  He  cannot  be  naturalized  for years. 

X.  Cite  law. 

(b)  He   cannot   be   naturalized   without  learning   English   and    the 
principles  of  our  government. 

X.  Cite  law. 

(c)  He  cannot  find  a  night  school  in  most  communities. 

X.  Cite  statistics  of  night  attendance,  etc. 

(d)  He  cannot  be  naturalized  without  producing  witnesses  that  have 
known  him years. 

X.  Cite  law. 

X.  Cite  statistics  or  instances  of  migratory  labor. 

2.  It  places  an  additional  burden  on  men  already  heavily  handicapped. 

(a)  They  do  not  know  English. 

X.  Cite  statistics. 

(b)  They  do  not  know  American  customs,  institutions,  etc. 

3.  It  makes  us  hamper  rather  than  help  those  whom  we  have  admitted 

to  this  country. 

(a)  This   restriction  is   fundamental. 

(b)  It  is  not  offset  by  providing  schools  for  his  children,  etc. 

THEREFORE,  Since  the  requirement  of  citizenship  for  following  an  or- 
dinary calling  is  against  the  principles  upon  which  this  country  was 
established,  is  in  violation  of  our  treaty  agreements  with  other  countries, 
is  against  the  economic  interests  of  this  country,  and  violates  the  funda- 
mental conceptions  of  brotherhood  and  justice,  it  therefore  follows  that 
such  a  requirement  should  forthwith  be  struck  from  statute  books. 


22 


Publications  of  the  Committee  for  Immigrants  in  America 

Needed — A  Domestic  Immigration  Policy.     {North  American  Review, 

April,  191 1 ) 
Notaries  Public  and  Immigrants.     {Pamphlet,  pp.  58) 
How  to  Become  Naturalized,  First  Papers.     {Published  in  Foreign 

Languages) 
Advice  to  Immigrants.     {Polish) 

North  American  Civic  League  for  Immigrants.     Reports,  1911-1913. 
*The  Message  of  the  New  Citizen.     {The  California  Outlook,  Novem- 
ber 15,  1913) 
Unemployment — A  Program  for  Relief.     (Reprint  from  The  Survey, 
February,  1914) 
*Justice  for  the  Immigrant.     {Annals  of  American  Academy  of  Political 

and  Social  Science,  March,  1914) 
*Route  of  the  Immigrant.     {Home  Missions  Monthly,  February,  1914) 
*A  Commission  on  Naturalization.     {Immigration,  February,  1914)' 
*The  Tie  that  Binds  Immigration,  Work  and  Citizenship.     {The  Sur- 
vey. March  21,  1914) 
*Is  Unemployment  a  Municipal   Problem?      {National  Municipal  Re- 
view, April,  1914) 
*Who  Is  Responsible  for  the  Immigrant?     {The  Outlook,  April  25, 

1914) 
The  Education  of  the  Immigrant.     {Educational  Review,  June,  1914) 
♦The    Education    of   Immigrant    Mothers.      {The    California   Outlook, 

June  27,  1914) 
♦The  Human  Tide — Surprising  Record  of  New  Arrivals.     {The  New 

York  Annalist,  June  29,  1914) 
♦Citizens  or  Aliens?     (The  Christian  Herald,  July  i,  1914) 
♦Light  on  the  Immigrant.     (Edison  Monthly,  October,  1914) 
♦The  Nation's  New  Front  Door.     {Harper's  Weekly,  October  17  and 

24,  1914) 
♦Safeguarding  the  Immigrant.      (Woman  Citizen's  Library — Vol.   10) 
♦Education  of  the  Immigrant.     (U.  S.  Bureau  of  Education— ^Nholt 

No.  562 — Proceedings  of  Conference) 
Recommendations  for  Bureau  of  Distribution  in  Federal  Department 

of  Labor.     (Pamphlet,  pp.  18) 
A  National  Bureau  of  Employment — Brief  on  H.  R.  16,130 
Immigrants  in  America — Program  for  a  Domestic  Policy.   (Pamphlet, 

pp.  21) 
Out  of  Work — A  Studv  of  Unemployment.     (G.  Putnam's  Sons.  1915. 

$i.Kg)  ^ 
A  Professional  Course  for  Social  Service  Among  Immigrants.     Pre- 
pared   for    use    by    colleges    and    schools    for    social    workers. 
(Pamphlet) 
Standards  on  Workmen's  Compensation.     (Pamphlet,  pp.  62) 
Sickness  Insurance.     (Pamphlet,  pp.  60) 

The  City's  Responsibility  to  the  Immigrant.     (Pamphlet,  pp.  6) 
Unemployment    in    American     Cities.      The    Record    of     1914-1915. 

(Pamphlet,  pp.  9) 
Unemployment  and  Immigration.     (Annals  of  the  American  Academy 
of  Political  and  Social  Science,  September,  1915) 


23 


Publications  of  the  Committee  for  Immigrants  in  America 

(Continued) 
♦Report  of  National  Americanization  Day  Committee. 

Government  Reports 

"New  York  State  Commission  of  Immigration  (1909) 

New  York  State  Bureau  of  Industries  and  Immigration  (First,  Second 
and  Third  Annual  Reports — 191 1,  1912,  1913) 

*New  Jersey  Commission  of  Immigration  (1914) 

♦Massachusetts  Commission  on  Immigration   (1Q14) 

Cleveland,  Ohio,  City  Immigration  Office   (1914) 

California  Commission  on  Immigration  and  Housing  (1914) 

Pennsylvania  Department  of  Labor  and  Industry.     First  Annual  Re- 
port, 1913,  Part  I.     Immigration  and  Unemployment. 

U.   S.   Bureau   of   Education.     Recent   Progress  in  the  Education  of 
Immigrants.     (Annual  Report,  1914,  Chap.  XX) 


*Out  of  print;   can  be   consulted  in   libraries.     All   others  will  be 
furnished  upon  request. 


THE 
IMMIGRANTS  IN  AMERICA  REVIEW 

The  REVIEW  urges  the  adoption  of  a  definite  policy  toward 
immigrants  that  have  been  admitted  to  this  country,  in  order 
that  they  may  have  the  opportunity  to  learn  the  English  lan- 
guage, to  become  citizens,  when  qualified  therefor,  and  to  learn 
American  standards  of  life  and  methods  of  living. 

Let  lis  fuse  the  many  peoples  in  America  into  one  nation. 

ISSUED  QUARTERLY 
$2  A  YEAR 

20  West  34th  Street,  New  York 


24 


THE   COMMITTEE  FOR  IMMIGRANTS  IN 
AMERICA 

is  prepared  to  assist  Individuals,  Educational  Institutions, 
Social  and  Civic  Organizations,  and  Government  Agencies 

in  the 

DISTRIBUTION  OF  ALIENS  TO  THE  LAND,  rather  than  to 
overcrowded  cities,  to  conditions  under  which  they  will  remain  and 
succeed. 

COLONIZATION  OF  SETTLERS  AND  OF  LABORERS,  at 
steady  work  and  at  fair  wage  rates,  enabling  the  land  to  compete 
with  industry. 

EMPLOYMENT  OF  IMMIGRANTS  under  a  policy  to  reduce  sea- 
sonal and  casual  labor,  into  which  immigrant  labor  is  now  largely 
drafted ;  to  abolish  the  padrone  system ;  to  repeal  local  statutes  and 
ordinances  restricting  the  alien's  "right  to  work";  and  thus,  by 
generally  improving  the  conditions  of  immigrant  labor,  to  reduce 
the  number  of  "birds  of  passage"  who,  under  the  present  system, 
return  to  Europe  after  a  few  seasons  in  American  industry. 

JMAINTENANCE  OF  AMERICAN  STANDARDS  OF  LIVING, 
with  minimum  guarantee  as  to  housing,  food,  clothing,  education 
and  recreation. 

EDUCATION  OF  ADULTS  in  English  and  civics,  and  of  illiterate 
minors  in  elementary  subjects. 

REQUIREMENT  OF  HIGH  AND  UNIFORM  QUALIFICA- 
TIONS FOR  CITIZENSHIP  and  the  establishment  of  adequate 
facilities  for  instruction. 

SAFEGUARDING  OF  THE  INVESTMENTS,  loans,  land  purchases 
and  savings  of  aliens. 

By  Means  of 

BRIEFS  setting  forth  the  need,  the  expediency  and  the  best  methods 
of  distributing,  protecting  and  educating  aliens. 

BILLS  designed  to  present  the  wisest  and  most  accurate  legislative 
form  for  such  measures. 

NEW  RELEASES  on  current  immigration  matters. 

COURSES,  SYLLABISES.  OUTLINES  AND  PAMPHLETS  for 
use  in  instructing  immigrants  in  English,  Civics  and  Naturalization. 

RECOMMENDATION  OF  SPEAKERS  ON  DOMESTIC  IMMI- 
GRATION SUBJECTS  and  of  programs  for  the  use  of  clubs, 
conferences,  societies  and  public  meetings. 

SURVEYS  OF  IMMIGRANT  COMMUNITIES,  INVESTIGA- 
TIONS OF  SPECIAL  SUBJECTS,  undertaken  directly  or  for 
other  organizations,  with  recommendations  for  constructive 
measures. 

PUBLICATION  of  general  articles  presenting  various  phases  of  the 
immigrant's  life  and  condition :  also  reports,  special  studies,  plans 
and  outlines  designed  to  give  specific  assistance  to  those  actively 
engaged  in  immigration  work,  especially  in  education. 

Address  all  inquiries  to 

20  West  34th  Street,  New  York  City 


UNIVERSITY  OF  CALIFORNIA  LIBRARY, 
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